- Teacher candidates will build deep understanding of how their students learn and develop, recognizing that patterns of learning and development vary individually (across cognitive, linguistic, social, emotional, and physical domains) and are shaped by diverse cultures, communities, and experiences.
- Teacher candidates will develop, expand, and deepen content knowledge and pedagogical content knowledge, drawing on current research to plan and implement high-quality P-12 instruction and design effective learning environments.
- Teacher candidates will understand the historical and philosophical contexts of the discipline that they are teaching and how their curriculum and pedagogy can support equity and justice.
- Teacher candidates will develop strategies for communicating and collaborating with their students, families, community members, and other educators to support inclusive learning environments that empower each learner.
- Teacher candidates will participate in professional, scholarly, and community-engaged networks and activities using all modes of communication, while centering the experiences of their students, families, and communities (e.g., research, presentations, and service).
- Teacher candidates will examine social justice issues and act guided by the importance of the role of social justice in educational settings.
- Teacher candidates will strive to ensure educational equity by creating an environment where diverse backgrounds and perspectives (personal, social, economic, educational, linguistic, cultural, immigration, racial/ethnic) are an integral part of the learning experience.
- Teacher candidates will develop an understanding of what culturally responsive teaching is and how instruction can be responsive, consequential, and just for their students.
- Teacher candidates will seek to proactively interrupt practices, policies, and curriculum that silence, discount, or harm the diverse students in their classrooms.
- Teacher candidates will conduct original research and use that research, as well as interpret and evaluate evidence from other research studies, to inform their professional practice and address problems of practice that may require change in policy, programs, and practice.
- Teacher candidates will engage in inquiry/research experiences to better understand how discipline-specific knowledge develops.
- Teacher candidates will develop knowledge of how to apply the results of current research to their practice.
- Teacher candidates will evaluate, identify, and use models and approaches that will be effective in the successful design and implementation of assessment.
- Teacher candidates will use multiple methods of standards-informed assessment and data sources in making educational decisions and in the monitoring of student learning progress.
- Teacher candidates will proactively seek out opportunities for continuous professional learning and development, including reflective self-inquiry, in order to improve their practice and contribute to the teaching profession.
- Teacher candidates will understand their intersectional identities and positionality, recognizing the implicit biases that may result from that positionality, and mitigate how implicit bias can adversely impact their planning, instruction, and assessment.
- Download the program guide (includes course list and application requirements)
- Contact Ken Tufo, Student Counselor in the Office of Student and Academic Services
The 5-Year Program with Certification in English Education (K-12) covers a range of foundational topics in education, as well as specialized coursework specific to English Language Arts learning and instruction. With guidance from expert faculty, enrolled students will explore and engage with pivotal research in literacy, language, linguistics, differentiated instruction, grammar, writing, and community-based learning. In alignment with the GSE’s mission, all teacher preparation programs and courses prepare teacher candidates to be culturally responsive practitioners and effectively teach diverse learners by fostering a deep understanding of students from historically underserved linguistic, economic, and cultural backgrounds and communities. Successful completion of this program will lead to a bachelor’s degree, master’s degree in education, and initial teacher certification in K-12 English education. Graduates can expect to be effective English Language Arts practitioners knowledgeable about current research in learning, teaching, and literacy, and prepared to make informed decisions about their educational practice.
To complete the program in 5 years, Rutgers undergraduate English majors must complete specific pre-admission coursework and field placements during their sophomore and junior years. Students then apply for the 5-year program before the Spring semester of their junior year and if admitted, enter the professional education sequence in the summer before senior year. After senior year, students qualify to have their bachelor’s degree awarded by the undergraduate liberal arts college and continue with the professional sequence in the summer after graduation. Students will return in the fall to complete a full-time student-teaching internship and continue with full-time graduate study, including a field-based research project in the spring.
After the master’s degree is awarded, the GSE will make a recommendation to the New Jersey State Department of Education on behalf of the graduate to receive their Certificate of Eligibility with Advanced Standing (CEAS) as a teacher.
Program Goals as of 2022-2023
(Last updated: 7/28/2022)
Diversity, Equity, and Inclusion (DEI)
For more information about this program:
Feb 1 of Junior Year
Bachelor's Degree Master's Degree + Teacher Certification
What You’ll Learn
Through expert-led, research-driven coursework, graduates of the 5-year Program with English teacher certification will gain the perspective needed to understand learning as an active process in which students construct their own knowledge and understandings. More specifically, they will learn to articulate and critique their vision of the teaching of English Language Arts and develop a repertoire of instructional strategies that will help them enact that vision in the classroom. The program will provide field experiences that will allow students to bring the research and theory they have studied into practice. Students will exit the program prepared to be teacher-researchers who reflect on their practice, and armed with the knowledge, skills, and dispositions to act as change-makers in the schools and communities they serve.
- 32 Undergraduate Course Credits
- 6.5 Credits – Completed Pre-admission in Sophomore or Junior Year
- 12.5 Credits – Completed in the Fall of Senior Year
- 13 Credits – Completed in the Spring of Senior Year
- 2 no-credit Course Modules – Completed in the Summer Before Senior Year
- 30 Graduate Course Credits
- 3 Credits – Completed in the Summer Before the 5th Year
- 15 Credits – Completed in the Fall of the 5th Year
- 12 Credits – Completed in the Spring of the 5th Year
- Students will archive artifacts from various GSE courses via an online instructional and evaluation system as directed by faculty
Graduates are expected to complete the required course sequence and satisfy their general education requirements and liberal arts credits, as well as complete HIB training, an edTPA performance-based assessment, and their portfolio concurrently through completion of their coursework.
- 32 Undergraduate Course Credits
Careers and Outcomes
Graduates exiting the Ed.M. program with English teacher certification will be prepared for immediate employment as an education practitioner in New Jersey public, private, and charter schools. Equipped with the skills needed to teach students from varying educational, linguistic, and cultural backgrounds, graduates of this program may also pursue positions such as education consultants, literacy coaches, private tutors, and education advisors, within school, community-based, nonprofit, and government settings.
- Personal Statement
- One Letter of Recommendation
- Passing Praxis Core test scores* in Reading, Writing, and Math
- or SAT scores* greater than 50th percentile in both Math and Verbal or both Math and Reading
- or ACT scores* greater than 50th percentile in both Math and English
- or GRE scores* greater than 50th percentile in both Verbal and Quantitative Reasoning
- Official Undergraduate Transcripts**
*Any test scores submitted must be less than 5 years old as of the application deadline
**The New Jersey Department of Education requires a minimum GPA of 2.75 to be admitted to a teacher education program
How to Apply
- Collect the materials required for admission
- Submit your application online at http://gradstudy.rutgers.edu/
- Submit supporting materials online
- Any supporting materials that cannot be submitted electronically should be mailed to Graduate Admissions’ New Brunswick office. Their mailing address can be found here: https://gradstudy.rutgers.edu/about/contact-us
Tuition & Financial Assistance
For tuition and fees information please visit the tuition landing page.
While students are encouraged to apply for federal student aid using the Free Application for Federal Student Aid (FAFSA), there are a number of other merit- and need-based support options, including loans and college work-study programs within and external to Rutgers. For more information, please visit the Office of Financial Aid website.
Scholarships, Fellowships & Assistantships:
Generous GSE alumni, friends, and community members have established and continue to donate to more than one dozen fellowships and scholarships to help deserving students reach their goals. These awards are granted on the basis of academic achievement and or financial need. While these awards are competitive, interested students are encouraged to apply for consideration and submit the required materials. Students must also submit a FAFSA application to be eligible.
To review all current awards and learn more about the donors that established them, please click here.